CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Undergraduate critical-thinking development: Permitted, prompted, or pushed?
Tác giả
Halx M.D.; Earle Reybold L.
Năm xuất bản
2017
Source title
Journal of General Education
Số trích dẫn
2
DOI
10.5325/jgeneeduc.66.3-4.0114
Liên kết
Tóm tắt
This qualitative study explores undergraduate critical-thinking development from the perspective of students, faculty, and academic affairs administrators. We interviewed three different student cohorts at the end of both the first and second semesters of their first year at a selective liberal arts university in south/central Texas. We also interviewed all faculty members who taught these students, as well as the entire academic affairs staff that provided oversight during the year of the study. We found three distinct and viable approaches to critical-thinking development, but one stood out from the others as the most reliable means to stimulate early development. © 2019 The Pennsylvania State University, University Park, PA.
Từ khóa
Critical thinking; Pedagogy; Teaching; Undergraduate
Tài liệu tham khảo
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Nơi xuất bản
Penn State University Press
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus